Rhetoric

=Rhetoric:=

Rhetoric Unit Overview

Rubric:

Handout for Ms. Shubert's class:

Handout for Mr. Tanner's class:

(print out and read the following--consult your class schedule for which day each speech is scheduled--or message to ask)

http://www.historyplace.com/speeches/joseph.htm
 * Speeches || Presentation Pages ||
 * “I Will Fight No More Forever” –Chief Joseph--it is also in your literature book on page 651.

"Sacred Soil"--Chief Seattle [|http://www.english.ilstu.edu/351/hypertext97/Jus/Seattle/cstext1.htm] || Chief Seattle and Chief Joseph Presentation Pages || http://www.historyplace.com/speeches/gettysburg.htm || Abraham Lincoln Presentation Pages || http://www.sojournertruth.org/Library/Speeches/AintIAWoman.htm
 * “The Gettysburg Address” – Abraham Lincoln
 * “Ain’t I a Woman”—Sojourner Truth

“ After Being Convicted Of Voting In The 1872 Presidential Election”—Susan B. Anthony http://www.pbs.org/pov/pov2004/election/wvote/anthony.html || Sojourner Truth and Susan B Anthony Presentation Pages || http://www.americanrhetoric.com/speeches/mlkihaveadream.htm || Martin Luther King Presentation Pages || http://www.americanrhetoric.com/speeches/jfkinaugural.htm || John F Kennedy Presentation Pages || http://www.americanrhetoric.com/speeches/wjcoklahomabombingspeech.htm
 * “I Have a Dream” – Martin Luther King, Jr.
 * “Inaugural Address” – John F. Kennedy
 * “The Oklahoma Bombing Memorial Address”—Bill Clinton

“ Address to a Joint Session of Congress and the American People ”—George W. Bush http://www.whitehouse.gov/news/releases/2001/09/20010920-8.html || Bill Clinton and George W Bush Presentation Pages ||

=**PRESENTATION RUBRIC:**=


 * **CATEGORY** || **4** || **3** || **2** || **1/0** ||
 * ** Speech Comprehension ** || The team clearly understood the speech in-depth and presented their information convincingly. || The team clearly understood the speech in-depth and presented their information with ease. || The team seemed to understand the main points of the speech and presented those with ease. || Information had several inaccuracies OR was usually not clear. The team did not show an adequate understanding of the speech. ||
 * ** SPAM ** || Lesson is completely accurate and highly informative in referencing SPAM. It is clear that students have done research and thought critically about these components. || Lesson is generally accurate and informative in referencing SPAM. Some research has been done and there is evidence of developing critical thinking skills. || Lesson is inaccurate or incomplete in referencing SPAM. Little research has been done and students focus more on giving facts than on critically explaining purposeful ideas. || Lesson is highly inaccurate or incomplete in referencing SPAM/does not address this component at all. ||
 * ** Rhetoric ** || Shows a full understanding of the rhetorical devices present in the speech and fully and accurately explains their usage. || Shows a developing understanding of rhetorical devices and provides a reasonably thorough and accurate explanation of their usage. || Misses several rhetorical devices or has several inaccuracies in the explanation of their usage. || Hardly addresses rhetorical devices, or does so with little to no accuracy. ||
 * ** Appeals ** || Shows a full understanding of the rhetorical appeals present in the speech and fully and accurately explains their usage. || Shows a developing understanding of rhetorical appeals and provides a reasonably thorough and accurate explanation of their usage. || Misses several rhetorical appeals or has several inaccuracies in the explanation of their usage. || Hardly addresses rhetorical appeals, or does so with little to no accuracy. ||
 * ** Class Themes ** || Lesson clearly articulates understanding of major ideas of the American dream/voice. || Lesson addresses some ideas of the American dream/voice but may lack clarity, explanation, or accuracy. || Lesson addresses very few of the ideas of the American dream/voice and lacks clarity, explanation, and/or accuracy. || Lesson hardly mentions the American voice/ does not discuss this at all. ||
 * ** Presentation ** || Lesson is exceptionally creative, neat, and organized. It demonstrates a great deal of planning and teamwork. || Lesson shows developing creativity and generally strong neatness and organization. Hard work is evident though some inconsistencies may be present. || Lesson lacks creativity or is somewhat disjointed. Planning is evident though a significantly stronger effort could have been made. || Lesson is poorly planned, designed, and/or delivered. This product does not demonstrate an acceptable level of effort. ||
 * ** Poise and Articulation ** || Students are engaging, clear, and confident. They consistently uses gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience, speak in a professional manner, and "own their space." || Students are clear. Volume or pace is appropriate but may sometimes be inconsistent. Team usually uses gestures, eye contact, tone of voice and a level of enthusiasm in a way that keeps the attention of the audience. || Students are generally clear. Volume or pace is appropriate but may sometimes interfere with understanding. Team sometimes uses gestures, eye contact, tone of voice and a level of enthusiasm in a way that keeps the attention of the audience. || Students are sometimes unclear. Volume or pace is inappropriate at times. Lack of gestures, eye contact, tone of voice and a level of enthusiasm. Presentation style that does not keep the attention of the audience. ||
 * ** Time-Limit ** || Presentation is 20-18 minutes long. || Presentation is 17-14 minutes long. || Presentation is 13-10 minutes long. || Presentation is less than 10 minutes OR more than 21 minutes. ||
 * ** Preparedness ** || Students are completely prepared and have obviously rehearsed. || Students seems pretty prepared but might have needed a couple more rehearsals. || The students are somewhat prepared, but it is clear that rehearsal was lacking. || Students do not seem at all prepared to present ||
 * ** Quiz ** || Students prepare and administer a quiz that is representative of both the speech content and the presentation. Well-designed and challenging for the class. Represents three levels of questioning. || Students prepare and administer a quiz that is representative of both the speech content and the presentation. Fairly designed and somewhat challenging for the class. Represents three levels of questioning. || Students prepare and administer a quiz that is representative of the speech content OR the presentation. Fairly designed and somewhat challenging for the class. Represents two of the three levels of questioning. || Students prepare and administer a quiz that is representative of the speech content OR the presentation. Poorly designed or easy for the class. Disregards three levels of questioning. ||